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Diabetes Educators' Perspectives on Barriers for Patients and Educators in Diabetes Education

Department of Food Science and Human Nutrition, Washington State University, Pullman, WA 99164-6376 armstroj{at}wsu.edu

Jill Armstrong Shultz, PhD

Department of Food Science and Nutrition, Washington State University, Pullman, Washington

Laurel J. Branen, PhD, RD

School of Family and Consumer Sciences, University of Idaho, Moscow

Suzanne Lambeth, MA, CDE

Pullman Memorial Hospital, Pullman, Washington

Virginia N. Hillers, PhD, RD

Department of Food Science and Nutrition, Washington State University, Pullman, Washington

PURPOSE

this study assessed diabetes educators' perspectives on barriers that potentially affect patient access to and utilization of diabetes education.

METHODS

A 40-item questionnaire was developed to collect needs assessment data on diabetes education programs. The questionnaire was mailed to a Washington State professional practice group in diabetes education (N=143).

RESULTS

Most respondents were registered nurses (61%) or registered dietitians (27%); 74% were certified diabetes educators. The educators' perceptions of the difficulty that type 1 versus type 2 patients experience in different areas of self-management after diabetes education underscored the importance of learning effective long-term skills for self-care. Some of the reasons given for type 2 patients dropping out of diabetes education programs were also cited as barriers to conducting follow-up, such as education being a low priority for the patient and the patient not being able to afford diabetes care services.

CONCLUSIONS

Educators appeared to relate many patient barriers to a lack of patient understanding of the evolving nature of diabetes and the subsequent need for educational support. The role of continuing education for all patients needs to be emphasized to the patient during the initial education, as well as to the healthcare community and the patient's support network.

The Diabetes Educator, Vol. 25, No. 6, 907-916 (1999)
DOI: 10.1177/014572179902500608


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